The relationships between participation in structured leisure (SL) activities (e.g., sports, prosocial activities) and adolescent adjustment were investigated. SL activities have been associated with various developmental benefits but there has been a limited number of studies that have investigated the potential negative aspects of participation. Questionnaire data were collected from 210 boys and girls (between grades 10 and 12). Fourteen students participated in focus groups to obtain a phenomenological perspective on SL participation. Adjustment variables included a well-being composite (comprised of depression, anxiety, self-esteem, and life satisfaction), a school orientation composite (comprised of students levels of school involvement and their values regarding school), academic achievement, and self-oriented and socially prescribed perfectionism. Three hypotheses were examined. First, it was predicted that there would be a curvilinear relationship between the extent of SL participation and the various adjustment variables. Second, aspects of play and leisure were expected to have moderating effects on the relationships between SL participation and outcomes. Third, aspects of perfectionism were hypothesized to play a moderating role on the relationship between SL and adolescent adjustment. <p>Although the present investigation yielded some insightful observations about participation in SL activities, the results provided no direct support for the hypotheses. Regression analyses indicated positive relationships between SL participation and self-oriented perfectionism, and SL participation and academic achievement. Negative relationships were found between the degree of playfulness in SL activities and socially prescribed perfectionism, and between academic achievement and global intrinsic leisure motivation. Notable focus group themes included a distinction between the fun experienced in SL activities and the fun experienced in nonstructured contexts, significant positive and negative experiences related to SL participation, and differences and similarities between the SL context and other contexts such as school. It is argued that leisure theory can contribute to a better understanding of the developmental implications of SL participation and that the relationship between SL participation and perfectionism merits further investigation.

There is no general aging process therefore should health efforts directed at elderly population based on each individual as a unique person with specific needs. When aging becomes a fact not generally decrease the lust and the desire to be active but it is perhaps more about the body's ability to keep up on what the head wants. Therefore the range of activities towards the elderly population requires some adjustment that can partly be achieved by taking some of the older people’s experiences. The purpose of this study was that by the older people’s experiences of organized activities in a social context to illustrate how they perceive their participation. A qualitative approach with narrative theory was used and the study’s empirical results are based on stories from four elderly women. The result highlights the older person’s ability to create meaning in the moment from a life course context. The results are presented in three themes, the physical, social and finite context, that together can be traced to three perspectives on the cultural learning needs of the older person. Activities can thus assume to bring further value and visibility to older peoples need for social and cultural interaction. Prominent in this study is the importance of seeing the older person as a learning individual, which places demands on the society and the development opportunities available to older people’s disposal.

The relationships between participation in structured leisure (SL) activities (e.g., sports, prosocial activities) and adolescent adjustment were investigated. SL activities have been associated with various developmental benefits but there has been a limited number of studies that have investigated the potential negative aspects of participation. Questionnaire data were collected from 210 boys and girls (between grades 10 and 12). Fourteen students participated in focus groups to obtain a phenomenological perspective on SL participation. Adjustment variables included a well-being composite (comprised of depression, anxiety, self-esteem, and life satisfaction), a school orientation composite (comprised of students levels of school involvement and their values regarding school), academic achievement, and self-oriented and socially prescribed perfectionism. Three hypotheses were examined. First, it was predicted that there would be a curvilinear relationship between the extent of SL participation and the various adjustment variables. Second, aspects of play and leisure were expected to have moderating effects on the relationships between SL participation and outcomes. Third, aspects of perfectionism were hypothesized to play a moderating role on the relationship between SL and adolescent adjustment. <p>Although the present investigation yielded some insightful observations about participation in SL activities, the results provided no direct support for the hypotheses. Regression analyses indicated positive relationships between SL participation and self-oriented perfectionism, and SL participation and academic achievement. Negative relationships were found between the degree of playfulness in SL activities and socially prescribed perfectionism, and between academic achievement and global intrinsic leisure motivation. Notable focus group themes included a distinction between the fun experienced in SL activities and the fun experienced in nonstructured contexts, significant positive and negative experiences related to SL participation, and differences and similarities between the SL context and other contexts such as school. It is argued that leisure theory can contribute to a better understanding of the developmental implications of SL participation and that the relationship between SL participation and perfectionism merits further investigation.

Trots att rasten utgör en stor del av grundskoleelevers skoldag så finns inga tydliga nationella riktlinjer för vad rasten faktisk ska innehålla. Undersökningens syfte var att studera hur skolpersonal anser att organiserade rastaktiviteter i grundskolan kan främja elevers sociala utveckling och fysiska aktivitet. Detta har genomförts med hjälp av en webbenkät i vilken totalt trettio respondenter deltog. Dessa var fördelade på nitton fritidspedagoger, åtta lärare samt två vikarier/annat. Undersökningen har visat att organiserade rastaktiviteter på olika sätt kan främja social utveckling och fysik aktivitet. Den sociala utvecklingen främst genom gemenskap, vuxennärvaro och demokratiskt förhållningsätt. Den fysiska aktiviteten främst genom rörelseglädje, varierande aktivitetsutbud samt frivilligt deltagande. / Despite the fact that recess is a substantial part of childrens’ day in elementary school, there are no national guidelines regarding recess or what it should contain. The aim of the study was to examine educators’ views on how organized activities during recess can further social development and physical activity among schoolchildren. A web survey was used and a total of thirty respondents participated. The study indicated that organized activities during recess can further social development and physical activity in numerous ways. The social development mainly through kinship, adult presence and democratic approach. The physical activity mainly through joy of movement, a varied range of activities and voluntary participation.

Grounded in the Positive Youth Development (PYD) approach and in Bronfenbrenner’s ecological model of human development (1979), the current research program used a correlational approach to examine the effect of participation in organized activities (OAs) on two dimensions of youth’s psychological and emotional development: Psychological adjustment (Article 1) and Emotional competence (Article 2). Through two articles and four studies, this research program also aimed to explore the influence of two OA-context variables, youth experiences and youth engagement, on the previous dimensions of development. Together, results aimed to provide new information in the PYD research domain. Main findings are described. First, we hypothesized that participation in OAs had a positive effect on indicators of youth psychological and emotional development. Overall, our results indicated that this effect was not statistically significant (Article 1, Study 2; Article 2, Studies 1 and 2), although some statistically significant differences were found between OA participants’ and non-participants’ psychological adjustment in a correlational design (Article 1, Study 1). The potential implications of these results, as well as their limitations, are discussed. The current research also examined the potential role of youth experiences within their OAs in the link between OA participation and psychological and emotional development. Overall, results indicated that some experiences in OA contexts were statistically significant predictors of psychological adjustment and emotional competence. Furthermore, experiences of identity emerged as mediators of the effect of participation on life satisfaction in a longitudinal design (Article 1, Study 2). However, this effect was negative and may be best explained by the presence of a suppression effect in the model. Moreover, experiences of initiative and stress emerged as mediators of the effect of participation on emotional competence (Article 2, Study 1), but results were not replicated in a longitudinal design (Article 2, Study 2). This research also examined the potential role of youth’s engagement in their OAs on psychological and emotional development (Article 1, Study 2; Article 2, Study 2). The inclusion of engagement in our research program was crucial and allowed for the identification of specific necessary conditions for participation to have an effect on outcomes of psychological and emotional development. In our research, engagement emerged as a moderator of the indirect effects of participation on two indicators of psychological and emotional development. First, the indirect effect of participation on self-esteem through experiences of initiative emerged as statistically significant only for youth who were highly engaged in their OA (Article 1, Study 2). Next, the negative indirect effect of participation on life satisfaction through experiences of identity emerged as significant only for youth who were highly engaged in their OA. Again, the latter result might be best explained by the presence of a suppression effect (Article 1, Study 2). Lastly, engagement also emerged as a moderator of the effect of participation on specific youth experiences (Article 1, Study 2). Implications for theory and practice emerge from this research. A better understanding of the effect of OA participation on psychological and emotional development and of the specific roles of youth experiences and youth engagement in OAs is attained. Practical implications are discussed. In line with its exploratory nature, the current research program provides multiple avenues for future research within the PYD approach.

This thesis discusses the topic of the organized translation activities in the second half of the 20th century. It focuses especially on translators of technical texts. The purpose of the thesis is to provide the basic overview of organizations and institutions which operated in Czechoslovakia, and to which the translation activities were concentrated. There is no similar systematic overview in the home professional literature yet. The research method of the oral history was realized via interviews with witnesses. Case studies, dealing in detail with one or another of the examined organizations or institutions, like International Federation of Translators, Translation Department of the Czechoslovakian Writer's Union, translation department in Škoda Auto a.s., International Organisation of Journalists, Prague City Tourism and World Federation of Trade Unions, resulted from the interviews. The information from the interviews was compared and general conclusions about the translating work in the second half of the 20th century were stated. KEY WORDS extern translator, institution, intern translator, technical translation, oral history, organization, organized activities, case study

This thesis is devoted to the activities of organized interest with primary school children, ages 6-11 years, in the country. The theoretical part deals, with the basic concepts of leisure, free time features, lifestyle and interests, hobbies and factors influencing children's leisure time. The practical part deals with specific and leisure activities in the country and in selected locations. Getting parents' satisfaction with leisure activities, describes a range of leisure activities at particular locations, this shows what activities children attend and also indicates the context of education of the parents.

(in English): This thesis aims to document the development of the Union of Interpreters and Translators from its foundation until today. The thesis deals with the situation before 1989 and associations of translators and interpreters during the Communist era and it also describes the circumstances of the establishment of the Union of Interpreters and Translators and its subsequent history. It deals with the specific activities of the organization such as competitions, trips and educational and publishing activities. Such a systematic review has not been published in Czech so far. The chosen research method is oral history, which was implemented through interviews with the four founders of the organization. The acquired data was then verified and put into the context of the records in the magazines ToP: Interpreting-translation, letters addressed to the members of the Union and documents from the meetings of the organization.